Report of Development

THE REPORT OF DEVELOPING DIVISION OF JS-EC STAIN JURAI SIWO METRO PERIODE 2013/2014

1. OPENING

Jurai Siwo English Club (JSEC) STAIN Jurai Siwo Metro is one of UKM in STAIN which is aimed improving the student’s English skill. Besides, JSEC helps the students facing the problem in lerning English so they can acquire English skill easly by trying to understand their difficulties in learning English for example, JSEC provides many activities which require its members to do and exercise it by speaking or making conversation. To sum up, JSEC is founded to spread an English virus among the students in STAIN especially for its members.

JSEC, initially, was supported by four division, but after MUSTA 2011, JSEC has four divisions,; developing, language, creativity, and human resources development (HRD) division which are supporting JSEC strongly until now.

Moreover, every division in JSEC is interrelated to reach the main goal of JSEC. Furthermore, developing has the responsibilities to increase and develop the student’s English ability. To commit those duties, Developing Division comprises of coordinator, secretary, treasure, and its members in conducting the jobs.

In 2013, Developing Divison has four projects, they are learning class. JSEC on Earth (JOE), participating English competition and JSEC community. Nevertheless, it is unavoidable that many obstacles appeared in running those activities. But, all of the members of developing division always looked for problem solving to face impediments together.

Then MUSTA VI is conducting today. The annual agenda which can bring JSEC better. However, this agenda is only the medium, the tool, and we are the driver. The success of this agenda, the bright future of JSEC is what we will have done this moment. So, let’s keep our solidarity, and always lighten up JSEC in our heart.

  

                                                                                                                 

2. THE PROGRAMS OF DEVELOPING DIVISION PERIODE 2013/2014

NO	Activity		Purpose	Target	Time	Responsible	Fee
1		Learning Class	To increase English ability and share knowledge among the members of  JSEC	Members of JSEC	Three times a week	Developing division	-
2		JSEC community	To intensify the members’ skill for specific ability in competition which they have chosen	Members of JSEC	Once a week	Developing division	-
3		Participating English competition	To improve the member’s skill in English and to increase their loyalty for JSEC.	Members of JSEC	Tentative	Developing division	?
4		JSEC on Earth (JOE)	To promote  STAIN and introduce JSEC in Lampung and also to give an achievement for all level of  students start from Junior up to university students who have participated in the competition held.	Junior to university students	Annual (may)	Chief of JSEC	?

3. THE CONDUCTED PROGRAM OF DEVELOPING DIVISION

1. For Learning Class

Being members of JSEC is not only how we can be an active member in organization but also how to develop our skill in English as the first purpose of joining this organization. Thus, developing division provides the member some circles or small group to share knowledge about English. Furthermore, this circle, or learning class is conducted with the simple syllabus about structure and grammar and four basics skill in English. This project is aimed at giving more knowledge and increasing the skill members. This activity, in addition is held three tomes a week. One circle consists of five to seven members and tutor. Unfortunately, in its process, there are many obstacles faced. The genera obstacle is about the difficulty to fix the time between the members and tutor. Also, the awareness of learning both of them also influences this project. Consequently, this project that must be able running well became disagreeable on the schedule because of those obstacles.

2. For JSEC Community.

JSEC has five communities, there are speech, debate, news casting, story telling, and scrabble. The members should chose at least one community based on their skill. Furthermore, there is a routine agenda being held once a week to sharpen the skill of each community. This agenda run well although there are some of the communities that face some obstacles.  

3. For Participating English Competition

4. JSEC On Earth (JOE)

This is the biggest event in JSEC. It is the English competition which is held for all the students in Lampung. This year, JSEC held JOE V which has erased branches of competition that is spelling bee. The competitions in this event are scrabble, story telling, speech senior high school and speech junior high school, news casting, and pop song. This event was conducted in STAIN Jurai Siwo Metro.

4. THE UNCONDUCTED PROGRAM IN DEVELOPING DIVISION

Developing division has been held all of programs, so there is no un conducted program.

5. THE OBSTACLES

 Although all programs of developing division have been held but in the other hand there are some obstacles when the programs run.

1.      The lack of being active of some members in developing division program, both in JSEC Friends and JSEC community.

2.       The lack of communication between the members of developing division.

3.      The delays of member when the developing division held meeting.

4.      The members of JSEC community have low motivation.

5.      The members of learning class have low anxiety to be active in learning program.

6. THE RECOMMENDATION

Base on the result of implementation if developing program, so it can be recommended as follows;

1.      For the next board of developing division should be able to make  a lesson plan for learning class. So the tutor has directive about what should they do and how should they do.

2.      For the next board of developing division should be able to determine the material and method of learning class to the member’s need.

3.      Interlace a solid team by developing effective communication.

4.      Prepare all of program as early as possible to avoid the program delays.

5.      For the next board of developing division should be guide all of members of JSEC so they know how to be an active members in JSEC.

6.      For the next board of developing division should be responsible on each job.

7.      For the next board of developing division should be an activate all of community to make a good human resources.

7. CLOSING

That’s all responsibility report of Developing Division of JSEC period 2013-2014 which have been made. I realize that this report is far from perfect but nevertheless we humbly present it as a part of my responsibility and my love to JSEC. As the coordinator of Developing Division, I do apologize to all of members of JSEC for my entire mistake.

      Last but not least, thank you for the members of Developing Division especially to Anita pratiwi as a treasure and Luluatun Ajizah as the secretary because of the work hand and also for all members of JSEC.  Thank you also for our beloved gude mam Trisna Dinillah Harya who always supports JSEC in every aspect.

Hopefully, JSEC can be better and always supports STAIN as Bilingual Campus JSEC(Lighten up your English)

Metro, December ,2014

Coordinator of Developing Division

                                                                             

                                                                                                      Dedi Setiawan

NPM 1175767

nice phrases

diadopsi dari sini guys 

http://www.bbc.co.uk/worldservice/learningenglish/specials/todays_phrase.shtml

To weigh in means to give an opinion in a discussion or argument.

Examples:

Even my grandmother weighed in when we were discussing climate change - she said it’s a punishment for our sins.

Owners of small businesses have weighed in on the interest rate debate. Most of them want to keep the rates low for as long as possible.

==================================

When you wash your hands of something, you choose not to take responsibility for it any more.

Examples:

The studio executives turned the movie from a drama into a comedy. The director got angry and washed his hands of the whole project.

Mr Brooks was tired of helping lazy students every day. He decided to wash his hands of them and only concentrate on the pupils who worked hard.

==============================

When you want someone to tell you about a problem, you can ask them: what's up?

Examples:

What's up? I came to your house to party and everybody is sitting around looking sad.

What's up with Lauren? She's been acting in a very strange way.

In American English, you'll often hear the phrase what's up?Here it's being used as an informal greeting between friends.

Example:

What's up, Frank? I haven't seen you for ages.

============================

If someone says they've done something with their bare hands, it means that they have done it without using any kind of tool or weapon.

Examples:

I didn't have a fishing rod, so I caught the fish with my bare hands.

The policeman was shocked when he realised that the murderer had killed the victim with his bare hands.

If you say you've managed to do something successfully with one hand tied behind your back or with both hands tied behind your back, you mean that you've done it very easily.

Example:

Janette doesn't find the work difficult. She can do most tasks with one hand tied behind her back.

==================================

teaching Adult

CHAPTER II

DISSCUSSION

1. BACKGROUND

                                                                             

Many adult English language learners place a high value on learning grammar (Ikpia, 2003). Perceiving a link between grammatical accuracy and effective communication, they associate excellent grammar with opportunities for employment and promotion, the attainment of educational goals, and Social acceptance by native speakers. Reflecting the disagreement that was once common in the second language acquisition research, teachers of adult English language learners vary  in their views on how, to what extent, and even whether to teach grammar. Indeed, in popular communicative and task based approaches to teach; the second language is viewed primarily as “a tool for communicating rather than as an object to be analyzed” (Ellis, 2008, p. 1). Nonetheless, most research now supports some attention to grammar within a meaningful, interactive instructional context. This brief begins with a brief history of grammar instruction in the United States, including the shift from explicit to implicit approaches.

Although many of the “rules” for teaching children can apply in some ways to teaching adults, the latter age group poses some different, special considerations for the classroom teacher. Adults have superior cognitive abilities that can render them more successful in certain classroom endeavors. Their need for sensory input can rely a little more on their imaginations (“imagine’ smelling a rose vs. actually smelling a rose). Their level of shyness can be equal to or greater than that of children, but adults usually have acquired a self-confidence not found in children, and because of adults’ cognitive abilities, they can at least occasionally deal with language that isn’t embedded in a “here and now” context.

Teaching adults English as a second language (ESL) is challenging. However, because the adults already understand concepts, we are teaching them the English terms for things they already know. Most ESL teachers have "Teachers of English to Speakers of Other Languages" (TESOL) certification. While most professionals who teach Adult ESL have degrees in the subject, it is not always imperative. Many volunteers offer to work with non-native English speakers and meet with their students on a regular basis. Establishing a basic routine, practicing it and then adding something new is one way to handle a tutoring session.

                                                                    

2. THE DEFINITION OF TEACHING ADULTS

1.      Teaching

According to the Oxford Advanced Learner’s Dictionary, teaching is the work of a teacher, the ideas of a particular person or group, especially about politics, religion or society, that are taught to the other people

2.      Adults

The meaning of adults by the Oxford Advanced Learner’s Dictionary is a fully person who is legally responsible for their actions, a fully grown or developed , behaving in an intelligent and responsible way; typical of what is expected of an adult, intended for adults only, because it is about sex or contains violence.

3. THE CHARACTERISTICS OF ADULTS

            So as you consider the five variables that apply to children, keep in mind some specific suggestions and caveats.

1.      Adults are more able to handle abstract rules and concepts. But beware! As you know, too much abstract generalization about usage and not enough real-life language use can be deadly for adults, too.

2.      Adults have longer attention spans for material that may not be intrinsically interesting to them. But again, the rule of keeping your activities short and sweet applies also to adult-age teaching.

3.      Sensory input need not always be quite as varied with adults, but one of the secrets of lively adults classes in their appeal to multiple senses.

4.      Adults often bring a modicum of general self-confidence (global self-esteem) into a classroom; the fragility of egos may therefore not be quite as critical as those of children. Yet we should never underestimate the emotional factors that may be attendant to adult second language learning.

5.      Adults, with their more developed abstract thinking ability, are better able to understand a context-reduced segment of language. Authentically and meaningfulness are of course still highly important, but in adult language teaching, a teacher can take temporary digressions to dissect and examine isolated linguistic properties, as long as students are returned to the original context.

D.    HOW TO MANAGE ADULTS

Some implications for general classroom management can be drawn from what we know about differences between children and adults. Some management “do’s” and “don’ts”:

1.      Do remember that even though adults cannot express complex thinking in the new language, they are nevertheless intelligent adults with mature cognition and adult emotions. Show respect for the deeper thoughts and feelings that may be “trapped” for the moment by a low proficiency level.

2.      Don’t treat adults in your class like children by

a.       Calling them “kids”

b.      Using “caretaker” talk (the way parents talk to children)

c.       Talking down to them.

3.      Do give your students as many opportunities as possible to make choices (cooperative learning) about what they will do in and out of the classroom. That way, they can more effectively make an investment in their own learning process.

4.      Don’t discipline adults in the same was as children. If discipline problems occur (disrespect, laughing, disrupting class, etc.). First assume that your students are adults who can be reasoned with like adults.

E.     THE PRINCIPLES  IN TEACHING ADULTS

Principle 1: Make Sure Your Adults Students Understand “Why”

            Most adults’ students are in your classroom, because they want to be. Some of them are there because they have Continuing Education requirements to keep a certificate current, but most are there because they’ve chosen to learn something new. This principle is not about why your classroom, but about why each thing you teach them is an important part of the learning. 

For the example is pickle-making lesson.

When I learned to make pickles, the teacher explained:

1.      It is important to soak the cucumbers in ice water over night. This helps make the pickles crisp.

2.      If you put a towel under the jars in the canner, they won’t bounce against each other and break.

3.      When sterilizing the jars, it’s important to fill each at least halfway with water, and fill the canner they’re sitting in with water. Too little water and towel mentioned in the previous bullet will catch on fire. You know this information comes from experience.

Principle 2: Respect that your Students Have Different Learning Styles

There are three general learning styles: visual, auditory, and kinesthetic.

1.      Visual learners rely on pictures. They love graphs, diagrams, and illustrations. “Show me,” is their motto. They often sit in the front of the classroom to avoid visual obstructions and watch you, the teacher. They want to know that the subject looks like. You can best communicate with them by providing handouts, writing on the white board, and using phrases like, “Do you see how this works?”

2.      Auditory. Learners listen carefully to all sounds associated with the learning. “Tell me, is their motto. They will pay close attention to the sound of your voice and all of its subtle messages, and they will actively participate in discussions. You can best communicate with them by speaking clearly, asking questions, and using phrases like, “How does that sound to you?”

3.      Kinesthetic. Learners need to physically do something to understand it. Their motto is “Let me do it.” They trust their feelings and emotions about what they’re learning and

How you’re teaching it. They want to actually touch what they’re learning. They are the ones who will get up and help you with role playing. You can best communicate with them by involving volunteers, allowing them to practice what they’re learning, and using phrases like, “How do you feel about that?”

Pickle example:

I’m generally a kinesthetic learner. Marylin talked to me about her pickling process, explaining why she uses the ingredients she does, and showed me how she dips a liquid measuring cup into the hot brine and pours it into the jar using a wide-mouthed funnel, but my greatest learning came when I fumbled through the second jar all by myself.

            Most people use all three styles while they’re learning, and of course, this is logical since we all have five senses, barring any disabilities, but one style almost always is preferred.

The big question is, “How do you, as a teacher, know which student has which learning style?” without training in neuro-linguistics, it might be difficult, but conducting a short learning style assessment at the beginning of your class would benefit you and the students. This information is as valuable to the students as it is to you. There are several learning style assessments available online, some better than others.

Principle 3: Allow Your Students to Experience what they’re learning 

            Experience can take many forms. Any activity that gets your students involved makes the learning experimental. This includes small group discussions, experiments, role playing, skits, building something at their table or desk, writing or drawing something specific-activity of any kind. Activities also keep people energized, especially activities that involve getting up and moving about. The other aspect of this principle is honoring the life experiences your students bring to the classroom. Be sure to tap into that wealth of wisdom whenever it’s appropriate. You’ll have to be a good timekeeper because people can talk for hours when asked for personal experiences, but the extra facilitation needed will be well worth the gems your students have to share. Pickle example: Once Marylin had shown me how to prepare one jar, she busied herself in the kitchen doing her own thing, close enough to keep an eye on me and to answer my questions, but allowing me to the autonomy to go at my own speed. When I made mistakes, she didn’t interfere unless I asked. She gave me the space and the time to correct them on my own.

Since the teacher of adults has a different job from the one who teaches children, if you’re teaching adults students, it’s important to understand the five principles of teaching adults. Meanwhile, Malcom Knowles also states a pioneer in the study of adult learning observed that adults learn best when:

1.      They understand why something is important to know or do.

2.      They have the freedom to learn in their own way.

3.      Learning is experimental.

4.      The process is positive and encouraging.

F.     TEACH STUDY SKILLS 

            While these students were eager to learn, they complained of not knowing how to learn. For the example, they said they tried to watch TV or listen to the radio, but found literally no improvements after some time. Here are some examples of self-learning strategies, these include:

a.       First, read aloud from a text slowly, preferably repeating after a recording. Reading aloud slowly forces the learner to pronounce every sound clearly, and thus develops the flexibility of the speech organs. Reading after a recording helps the learner to imitate correct pronunciation. Reading the text aloud repeatedly until they could memorize the text enabled them to develop a sense about the natural flow of the language and made many language structures handy for use in speaking or writing.

b.      Second, find materials conforming to the students’ English level. Language input far beyond the learners’ level (e.g., original movies, TV and radio programs) will result in no comprehension, and therefore, no persistence by the learner. Students should make good use of the textbooks used in their ESL courses, instead of throwing them away after finishing the course. In addition, they can find abundant ESL resources of various levels in the public library.

c.       Third, keep an English diary, which is persistent, economical way of practicing in English. Therefore, writing much faster and more naturally than the other classmate who seldom wrote. Students seemed to be fascinated by these study strategies, which they said they would like to try themselves and even to their children.

teaching teens

CHAPTER II

DISCUSSION

A. Background

Teenagers go through a developmental stage which can be difficult between the ages of 13 and 19 and, even though they would not admit it, authority and stability in the classroom is often re-assuring for them. They have a highly developed sense of what is right and what is not and the general expectation among teenagers is that they are treated with respect and fairness by their teacher even though they are unsure of their own personal value with regards to their capacity and intelligence.

Most teenagers prefer their teachers to value and respect them rather than to be their friends. The general opinion is that academic closeness is acceptable between teachers and teenagers but not friendship closeness which is regarded with suspicion and derision. Teenagers try out different  identities and like their teachers to identify them as individuals with their own ideas. They also appreciate participating in decisions on what happens in the classroom so that they feel some ownership of and commitment to the learning programe but may regard a teacher as unprofessional if he doesn't take responsibility for decisions about learning and assessment but simply hands it over to the class. Striking a balance between teen participation in decision-making and total teen control is important

B. Effective Teaching Methods for Teenagers

Teenagers look for meaning and significance in relation to their own lives in what they are taught. A clever teacher will capitalize on this and personalize their lessons with regards to what is going on in the lives of their students at the moment. They want to know about now and not what happened a hundred years ago in some remote part of the world. Unfortunately, it may take a lot of effort on the part of the teacher but keeping up to date with technology and the events that may interest teenagers is vital to getting and holding their attention.

 As a rule, most teenagers are quite self-centered. They love to talk about themselves, what they think, what they don't like and are quite emotional. A creative teacher may organize activities like sharing journal entries or writing newspaper articles for a newspaper students have created themselves. This allows students to express themselves freely and talk endlessly about a topic they are interested in their own ideas. The specifically said in the language teaching field about teaching teens:

1)      Intellectual capacity adds abstract operational thought around the age of teens.

2)      Attention spans are lengthening as a result of intellectual maturation, with many diversions present in a teenager’s life, those potential attention spans can easily be shortened.

3)      Varieties of sensory input are still important ,but, again increasing capacities for abstraction lessen the essential nature.

4)      Factors surroundings ego, self image, and self esteem are at their pinnacle. Teens are ultra sensitive to how others perceive their changing physical and emotional selves along with their mental capabilities. One of the most important concerns of the secondary school teacher is to keep self esteem:

1.      Avoiding embarrassment of students at all costs

2.      Affirming each person’s talents and strengths

3.      Allowing mistakes and other errors to be accepted

4.      De-emphasizing competition between classmates, and

5.      Encouraging small group work where risks can be taken more easily by a teen.

5)      Secondary school students are of course becoming increasingly adult like in their ability to make those occasional diversions.

C. A Teacher Should Use When Teaching Teens

Resources are the teacher's magic want. They help put teaching methods into use through appropriate and adapted activities. Here are some particularly useful resources when teaching teenagers:

1. Music, teenagers love and relate to music. It is a way for them to express             themselves and learn at the same time.
2. Group work, teenagers are social animals and even though they may be quite self-conscious, they crave relationships and peer interaction.

3.      Role-playing and acting, this is a great way for teenagers to let themselves go and express themselves freely. Role-playing allows them to vent their feelings in a safe way as it can be perceived as just a "role" that a student is playing and not their true selves.

4.      Class knowledge, teenagers know a lot about various topics and a teacher should tap into their interests and passions for class content.

5.      A quick pace, teenagers don't have a long attention span for a single topic unless various short activities are used with a quick pace.

6.      Games, teenagers are competitive in that they like to show off and win in groups

Not quite-yet-adults and not-still-children is a difficult thing to be. Interests vary, emotions run high and frustrations deep however the average teenager is an inquisitive, charming contrast of innocence and worldliness and has a thirst for knowledge that is endless. A teacher who understands the characteristics of a teenage learner, effective teaching methods and the resources to put those methods into practice is a teacher who will motivate and challenge a teenage class to learn with interest.